Expressions of Higher Order Thinking and the Smile and Laughter Response in Two-Year-Old Children

This thesis explores the eudaemonic topic of Expressions of Higher Order Thinking and the Smile and Laughter Response in Two-Year-Old Children, aiming to answer to the question; ‘can adults provoke higher order thinking and pleasure simultaneously for positive developmental progress in two-year-old children?’

Studying higher order thinking and pleasure together in two year olds bridges the separation of “academic” learning and wellbeing, reflecting evidence that emotion and cognition are integrated. This focus is also timely for policy, aligning with Department for Education (2025) Best Start in Life strategy, which prioritises high quality early learning, play, and integrated family support to promote children’s development and wellbeing concurrently.
Using an exploratory sequential mixed-methods design and employing mixed method-grounded theory and praxeological principles, the research aligns with the needs and realities of children, families, and the Early Childhood sector. It positions practices relating to expressions of higher order thinking and the smile and laughter response as capable of instigating positive change, even within Early Childhood services that operate under arguably suboptimal circumstances.

The research is organised into two interconnected phases; Exploratory (Study 1: questionnaire; Study 2: multimodal case studies) and Experiential & Legitimacy (Study 3: within subject experiment; Study 4: co production), which come together via situational analysis to integrate findings and address the research questions, aims, and objectives.
The thesis redefines smiles and laughter as both pedagogical tools and measurable physiological data, identifying activities and conditions that optimise their co-occurrence with higher order thinking. Emotional expressions are positioned at the centre of early cognition, emphasising the body as the primary site of learning rather than treating expressions as byproducts. These findings inform the recommended and corroborated practical strategies for adults involved in the care and education of two-year-old children. A unique contribution of this thesis is the ‘Expressive Embodiment of Affective Cognition’ discussional theory. While not claiming conclusiveness, the theory is presented as open to further development. Finally, the thesis outlines future avenues for research, career development, and post-doctoral dissemination.